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At Teach Tech Tour Coach, we understand the importance of the ISTE Standards for Coaches. These standards are crucial for educators because they emphasize continual learning and professional learning networks.

The Importance of PLNs

Engaging in professional learning networks (PLNs) is essential. PLNs provide educators access to networks for professional development, especially when school districts lack funding. They offer assistance with student learning issues and challenge educators to adopt new teaching methods to foster continuous learning (Poth, 2023).

PLNs in Action

In PLNs, teachers exchange ideas, share resources, and collaborate to discuss trends in education, teaching practices, and ethical responsibilities to assist all students (Poortman et al., 2022; Poth, 2023). As Brown, Datnow, and Park state (as cited in Poortman et al., 2022), PLNs consist of educators coming together to improve teaching and student learning, focusing on wellbeing, equity, or critical examination of the curriculum.

Strategies for Building Your PLN

Poth (2023) advises teachers to carefully select PLNs for maximum impact. Strategies include joining organizations like ISTE, which offers discussion forums, chats, webinars, and conferences. Teachers should also engage with state education organizations and social media platforms like Twitter, LinkedIn, and Facebook. Building PLNs through PLCs or Edtech programs can also be beneficial.

Teach Tech Tour Coach Resources

Teach Tech Tour Coach provides research studies to help educators implement ISTE Standards through PLNs. Some key studies include:

  • Lieberman, A., Miller, L., Wiedrick, J., & von Frank, V. (2011). Learning communities: The starting point for professional learning is in schools and classrooms. The learning professional, 32(4), 16.
  • Stoll, L., & Louis, K. S. (2007). Professional learning communities: Elaborating new approaches. Professional learning communities: Divergence, depth and dilemmas, 1-13.
  • Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and teacher education, 24(1), 80-91.
  • Hipp, K. K., Huffman, J. B., Pankake, A. M., & Olivier, D. F. (2008). Sustaining professional learning communities: Case studies. Journal of educational change, 9, 173-195.
  • Linder, R. A., Post, G., & Calabrese, K. (2012). Professional learning communities: Practices for successful implementation. Delta Kappa Gamma Bulletin, 78(3), 13.
  • Doğan, S., & Adams, A. (2018). Effect of professional learning communities on teachers and students: Reporting updated results and raising questions about research design. School effectiveness and school improvement, 29(4), 634-659.
  • Hairon, S., Goh, J. W. P., Chua, C. S. K., & Wang, L. Y. (2017). A research agenda for professional learning communities: Moving forward. Professional development in education, 43(1), 72-86.
  • DuFour, R. (2004). What is a" professional learning community"?. Educational leadership, 61(8), 6-11.
  • Antinluoma, M., Ilomäki, L., & Toom, A. (2021, April). Practices of professional learning communities. In Frontiers in education (Vol. 6, p. 617613). Frontiers Media SA.
  • Huffman, J., & Jacobson, A. (2003). Perceptions of professional learning communities. Int. Leadership in Education, 6(3), 239-250.

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